Un estudio exploratorio sobre el conocimiento del maestro para guiar actividades de modelización matemática en Educación Primaria
[EN] This article presents exploratory research to characterize the teacher’s knowledge needed to guide a modeling activity in Primary Education. A Fermi problem has been chosen as modeling activity and the theoretical framework on teacher knowledge used is the Rowland’s Knowledge Quartet. The analy...
| Autores: | , |
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| Formato: | artículo |
| Fecha de publicación: | 2019 |
| País: | España |
| Recursos: | Universitat Politècnica de València (UPV) |
| Repositorio: | RiuNet. Repositorio Institucional de la Universitat Politécnica de Valéncia |
| Idioma: | español |
| OAI Identifier: | oai:riunet.upv.es:10251/138462 |
| Acesso em linha: | https://riunet.upv.es/handle/10251/138462 |
| Access Level: | acceso abierto |
| Palavra-chave: | Knowledge for teaching Mathematical modeling Fermi problems Primary School Conocimiento del profesor Modelización matemática Problemas de Fermi Educación Primaria |
| Resumo: | [EN] This article presents exploratory research to characterize the teacher’s knowledge needed to guide a modeling activity in Primary Education. A Fermi problem has been chosen as modeling activity and the theoretical framework on teacher knowledge used is the Rowland’s Knowledge Quartet. The analysis of an expert teacher’s interventions during the class activity allows us to identify the key knowledge that the teacher sets in motion. Among them we highlight the cognitive activations of students during the phases of developing a plan and executing it. |
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